Dear Students,
As an educator, I want to always look for ways to make classes better and serve my students in the best ways possible!
Please go to the following link to take the anonymous Mid-Semester Course Survey to let me know how you think the class is going and what improvements you would like to see in the class.
Fall 2011 Mid-Semester Feedback for Professor Johnson:
http://www.surveymonkey.com/s/K8NXZPM
Sincerely,
Dr. Johnson
The Language of Art: ESL 099 and HUA 101
Monday, October 31, 2011
Thursday, October 27, 2011
Blog Comments Assignment - Due Oct. 28
Please post comments on the blog posts of students in the other Intro to Art course.
1. First look at the BP assignments on Professor Ari Richter's class blog for
Field Trip #1 Reaction
(named “Art and World Events Reaction” on the student blogs)
and
Field Trip #2 Reaction
(named “Design in Our Lives Reaction” on the student blogs)
2. Then go and post comments on the student blogs by following the links to the student blogs you are assigned on the right-hand menu of Professor Ari Richter's class blog:
http://introtoart1105.blogspot.com/
The students you need to blog about:
GROUP 1 - Sahir, Xiangdan:
JustynART
Adara
Arkyder Fabian
GROUP 2 -Sunara, JuhYeong:
intro to art by mel
Gennaro's Phantom Barrier
Takisha Artworld
GROUP 3 - Erickson, Juan:
Valentina Rojas
Lia's Introduction To Art
Joanne ClermART
Rakesh's Blog
GROUP 4 - Bich Lien, Sonia:
Eddie's Art
Rumyana's Artsy Blog
JavierG.FundamentalVybe
GROUP 5 - Eufemio, Angela:
Yesenia's Blog
~ Rhea's Zone ~
Pamela
3. Your comments need to reflect on what the students wrote in their post. In each comment, please answer the following questions:
What did you like in their post?
What do you feel about the events of 9-11, in response to what the writer discusses?
What is one question you want to ask the writer?
**This is due by the end of ESL Lab today, October 28**
Tuesday, October 25, 2011
Online Dictionaries
Today I have mentioned several online dictionaries in class:
The Oxford Advanced American Dictionary
http://oaadonline.oxfordlearnersdictionaries.com/
The Merriam-Webster Dictionary
http://www.m-w.com/
Dictionary.com
dictionary.com
The Oxford Advanced American Dictionary
http://oaadonline.oxfordlearnersdictionaries.com/
The Merriam-Webster Dictionary
http://www.m-w.com/
Dictionary.com
dictionary.com
Friday, October 21, 2011
Food Art Project
Don't forget to be thinking about what you would like to make for the food art project (see the link to Professor Ari Richter's "Art Food Yum!" below on the right-hand menu to see the projects other students have posted).
You will need do do the following to complete your contribution to the project:
a - tell the story of the food you have chosen -- why you like the dish or where you learned about it
b - the recipe (ingredients and cooking directions)
c - pictures of your process and the final product
Have fun with this!
(I will need to invite you to join the Art Food Yum blog, so please let me know if you are interested in doing this extra credit assignment and I will sent you an invitation from the blog.)
You will need do do the following to complete your contribution to the project:
a - tell the story of the food you have chosen -- why you like the dish or where you learned about it
b - the recipe (ingredients and cooking directions)
c - pictures of your process and the final product
Have fun with this!
(I will need to invite you to join the Art Food Yum blog, so please let me know if you are interested in doing this extra credit assignment and I will sent you an invitation from the blog.)
Thursday, October 20, 2011
Blog Post #5 - Reader Response Mini Essay
Please read the following text and then answer the questions below by writing a mini essay (a short essay):
READING:
The Power of Art in Society
by Deborah Barr
Recent art theory and criticism reflects a shift of emphasis from the object to the experience of the viewer. Always before the object fit into theoretical emphasis and formal content. Now there is a suggestion that art can, through intimate identification, create empathy. This means art that challenges the viewer not just visually or through the intellect, but through their whole emotional, spiritual, ethical, intuitive and psychological being. To find empathy, requires us to reach beyond our differences to a point of shared humanity.
Art communicates on a much deeper level than the written word and can challenge and encourage critical thinking. Certain types of art can also be used to build awareness within a society about given issues, but it must do so from a place of affinity for and with the viewer. Art that empowers the viewer immerses both the artist and the audience in a conversation where subjectivity is tested, and agreement sought. It requires art work that respects the personal dimensions of resistance to transformation that each of us have within us, and which can help build community by presenting shared experiences, including difficulties or suffering, in such a way that empathy for self and others is created.
Empathy begins with the self reaching out to another self, an underlying dynamic of feeling that becomes the source of activism. As an artist who addresses issues regarding children, I have often reflected on how my work relates to the idea of "artist as activist." My intention in my creative process is to catch attention by creating a visual dialog that the viewer can intimately identify with, and the challenge for me as an artist is to go beyond the internal barriers that separate us from each other. What I want is for my art to act as a "reflection of self" in such a way that it awakens a glimmer of understanding and compassion both for the "child within" and - by extension - for children everywhere. I approach my work not as a politician, or as a social worker, but only as a mother, and an artist interested in drawing attention to children’s issues.
Adapted from "The Power of Art in Society," by Deborah Dague Barr, retrieved from: http://www.lafterhall.com/power_of_art.html
Art by Deborah Dague Barr:
QUESTIONS:
1. Do you agree with the author that "art can create empathy"?
2. Barr also writes: "art communicates on a much deeper level than the written word and can challenge and encourage critical thinking." What do you think about her claim? Do you agree with her or disagree? Why or why not?
READING:
The Power of Art in Society
by Deborah Barr
Recent art theory and criticism reflects a shift of emphasis from the object to the experience of the viewer. Always before the object fit into theoretical emphasis and formal content. Now there is a suggestion that art can, through intimate identification, create empathy. This means art that challenges the viewer not just visually or through the intellect, but through their whole emotional, spiritual, ethical, intuitive and psychological being. To find empathy, requires us to reach beyond our differences to a point of shared humanity.
Art communicates on a much deeper level than the written word and can challenge and encourage critical thinking. Certain types of art can also be used to build awareness within a society about given issues, but it must do so from a place of affinity for and with the viewer. Art that empowers the viewer immerses both the artist and the audience in a conversation where subjectivity is tested, and agreement sought. It requires art work that respects the personal dimensions of resistance to transformation that each of us have within us, and which can help build community by presenting shared experiences, including difficulties or suffering, in such a way that empathy for self and others is created.
Empathy begins with the self reaching out to another self, an underlying dynamic of feeling that becomes the source of activism. As an artist who addresses issues regarding children, I have often reflected on how my work relates to the idea of "artist as activist." My intention in my creative process is to catch attention by creating a visual dialog that the viewer can intimately identify with, and the challenge for me as an artist is to go beyond the internal barriers that separate us from each other. What I want is for my art to act as a "reflection of self" in such a way that it awakens a glimmer of understanding and compassion both for the "child within" and - by extension - for children everywhere. I approach my work not as a politician, or as a social worker, but only as a mother, and an artist interested in drawing attention to children’s issues.
Adapted from "The Power of Art in Society," by Deborah Dague Barr, retrieved from: http://www.lafterhall.com/power_of_art.html
Art by Deborah Dague Barr:
QUESTIONS:
1. Do you agree with the author that "art can create empathy"?
2. Barr also writes: "art communicates on a much deeper level than the written word and can challenge and encourage critical thinking." What do you think about her claim? Do you agree with her or disagree? Why or why not?
**Blog Post #5 is due by Monday, October 24 before class**
Blog Post # 4 - Met Museum Paper
Please post your museum paper for the Metropolitan Museum of Art visit.
Hugo F.
Hugo F.
Tuesday, October 18, 2011
Practice Post #5 - Citing Other Sources
Academic Integrity
When you cite other sources (books, websites, magazines, other blogs) you need to always use:
Example:
I chose to research a beautiful bronze Greek footbath which is at the Metropolitcan Museum of Art in New York City. It is beautiful and has an intricate design, and I can imagine using it!
According to the Metropolitan Museum of Art's Heilbrunn Timeline of Art History (http://www.metmuseum.org/toah/works-of-art/38.11.5a,b), this bronze footbath from Greece has a large, shallow bowl and "a delicate overhanging lip decorated with small beads and a pattern of narrow tongues around the outer edge." This is from the late 5th or early 4th century, A.D.
Milne (1944), in her article, "A Greek Footbath in the Metropolitan Museum of Art" (http://www.jstor.org/stable/499216), writes that there are not many of these footbath around these days but that they "appear fairly often in vast paintings" (p. 26). Therefore, this artifact is a priceless item that has survived since ancient times.
Milne notes that the bowl is separate from the base and can be removed.
Milne also shows evidence from other artwork (such as paintings on vases) and writings (such as stories in the Bible) that a footbath such as this one was used in both Greek and Roman times.
WORKS CITED
Assignment
Please research Egyptian art, Grecian Art, Roman Art or Asian Art at the Metropolitan Museum of Art. Find one interesting piece of artwork and write a review of it for your blog post. BE SURE TO CITE THE SOURCE (author/artist, website or article) and use quotation marks if you borrow the text. Otherwise, please write the ideas IN YOUR OWN WORDS.
When you cite other sources (books, websites, magazines, other blogs) you need to always use:
- the author's name
- and the title of the source (book title, article title, blog post title, website or webpage title).
Example:
Greek Footbath
I chose to research a beautiful bronze Greek footbath which is at the Metropolitcan Museum of Art in New York City. It is beautiful and has an intricate design, and I can imagine using it!
According to the Metropolitan Museum of Art's Heilbrunn Timeline of Art History (http://www.metmuseum.org/toah/works-of-art/38.11.5a,b), this bronze footbath from Greece has a large, shallow bowl and "a delicate overhanging lip decorated with small beads and a pattern of narrow tongues around the outer edge." This is from the late 5th or early 4th century, A.D.
Milne (1944), in her article, "A Greek Footbath in the Metropolitan Museum of Art" (http://www.jstor.org/stable/499216), writes that there are not many of these footbath around these days but that they "appear fairly often in vast paintings" (p. 26). Therefore, this artifact is a priceless item that has survived since ancient times.
Milne notes that the bowl is separate from the base and can be removed.
Milne also shows evidence from other artwork (such as paintings on vases) and writings (such as stories in the Bible) that a footbath such as this one was used in both Greek and Roman times.
WORKS CITED
"Bronze footbath with stand [Greek] (38.11.5a,b)". In Heilbrunn Timeline of Art History. New York: The Metropolitan Museum of Art, 2000–. http://www.metmuseum.org/toah/works-of-art/38.11.5a,b (April 2008)
"A Greek Footbath in the Metropolitan Museum of Art."
Marjorie J. Milne. American Journal of Archaeology, Vol. 48, No. 1 (Jan. - Mar., 1944), pp. 26-63
Published by: Archaeological Institute of America
Article Stable URL: http://www.jstor.org/stable/499216
Assignment
Please research Egyptian art, Grecian Art, Roman Art or Asian Art at the Metropolitan Museum of Art. Find one interesting piece of artwork and write a review of it for your blog post. BE SURE TO CITE THE SOURCE (author/artist, website or article) and use quotation marks if you borrow the text. Otherwise, please write the ideas IN YOUR OWN WORDS.
Title your blog post: Practice Blog Post #5
Wednesday, October 12, 2011
Blog Post #3 - AMNH paper
Here is where I would like you to post your first museum paper from the American Museum of Natural History. Remember that the paper should include images, hyperlinks and whatever citations you feel are necessary
Hugo F.
Hugo F.
Tuesday, October 4, 2011
Practice Post #4 - Evaluating Art
Please find a painting online and post the image on your blog. Then write up an art critique and be sure to have the following:
Artist: Claude Monet
Formal evaluation: Monet used broad brushstrokes and "spots" of color to create images, not clear lines. Monet was one of the major artists to use these splotches of color to create a larger picture, so he was very innovative.
Contextual evaluation: Monet painted around Paris when many other painters were also doing Impressionism and he influenced others and was influenced by others. This painting of flowers does not have any great political or economic or historical connection, however.
Expressive evaluation: Monet uses bright colors to highlight the flowers and his use of reflection and contrast for shadows makes the picture bright. Monet clearly had a love for flowers, trees, and water, as these are in many of his painted scenes.
- formal evaluation
- contextual evaluation
- expressive evaluation
Formal evaluation: Monet used broad brushstrokes and "spots" of color to create images, not clear lines. Monet was one of the major artists to use these splotches of color to create a larger picture, so he was very innovative.
Contextual evaluation: Monet painted around Paris when many other painters were also doing Impressionism and he influenced others and was influenced by others. This painting of flowers does not have any great political or economic or historical connection, however.
Expressive evaluation: Monet uses bright colors to highlight the flowers and his use of reflection and contrast for shadows makes the picture bright. Monet clearly had a love for flowers, trees, and water, as these are in many of his painted scenes.
You should title your blog post: "Practice Post #4"
Subscribe to:
Posts (Atom)